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Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment
(Specialist: Construction)
Specification
BTEC Specialist qualifications
For first teaching September 2010
Issue 3
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding
body offering academic and vocational qualifications that are globally recognised and
benchmarked. For further information, please visit our qualifications website at
qualifications.pearson.com. Alternatively, you can get in touch with us using the details on
our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than 70
countries working to help people of all ages to make measurable progress in their lives
through learning. We put the learner at the centre of everything we do, because wherever
learning flourishes, so do people. Find out more about how we can help you and your
learners at qualifications.pearson.com
This specification is Issue 3. Key changes are listed in the summary table on the next page.
We will inform centres of any changes to this issue. The latest issue can be found on the
Pearson website: qualifications.pearson.com
These qualifications were previously known as:
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist: Construction)
(QCF)
Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist:
Construction) (QCF)
The QNs remain the same.
References to third party material made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may be
subject to change, or any opinions expressed therein. (Material may include textbooks,
journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
ISBN 9781446957806
All the material in this publication is copyright
© Pearson Education Limited 2018
Summary of Pearson BTEC Level 2 Award/Certificate in Construction and Built Environment (Specialist: Construction) specification Issue 3 changes
Summary of changes made between previous issue and this current issue
Page
number
All references to QCF have been removed throughout the specification
Definition of TQT added 1
Definition of sizes of qualifications aligned to TQT 1
TQT value added 5 and 6
Guided learning definition updated 11
Earlier issue(s) show(s) previous changes.
If you need further information on these changes or what they mean, contact us via our
website at: qualifications.pearson.com/en/support/contact-us.html.
BTEC Specialist qualification titles covered by this specification
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist:
Construction)
Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist:
Construction)
Qualifications eligible and funded for post-16-year-olds can be found on the funding Hub. The
Skills Funding Agency also publishes a funding catalogue that lists the qualifications available
for 19+ funding.
The Qualifications Number (QN) should be used by centres when they wish to seek public
funding for their learners. Each unit within a qualification will also have a unit code.
The qualification and unit codes will appear on learners’ final certification documentation.
The Qualification Numbers for the qualifications in this publication are:
Pearson BTEC Level 2 Award in Construction and Built Environment
(Specialist: Construction)
Pearson BTEC Level 2 Certificate in Construction and Built Environment
(Specialist: Construction)
500/8289/9
500/8275/9
These qualification titles will appear on learners’ certificates. Learners need to be made aware of this
when they are recruited by the centre and registered with Pearson .
Welcome to the Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment (Specialist: Construction)
Focusing on the Pearson BTEC Level 2 Award and Certificate in Construction
and Built Environment (Specialist: Construction)
These qualifications offer broad progression opportunities meeting individual needs, interests
and aspirations. The sector specific nature of these qualifications will also enable learners to
gain a more in-depth knowledge of a chosen sector.
Straightforward to implement, teach and assess
Implementing BTECs couldn’t be easier. They are designed to easily fit into your curriculum
and can be studied independently or alongside existing qualifications, to suit the interests
and aspirations of learners. The clarity of assessment makes grading learner attainment
simpler.
Engaging for everyone
Learners of all abilities flourish when they can apply their own knowledge, skills and
enthusiasm to a subject. BTEC qualifications make explicit the link between theoretical
learning and the world of work by giving learners the opportunity to apply their research,
skills and knowledge to work-related contexts and case studies. These applied and practical
BTEC approaches give all learners the impetus they need to achieve and the skills they
require for workplace or education progression.
Recognition
BTECs are understood and recognised by a large number of organisations in a wide range of
sectors. BTEC qualifications are developed with key industry representatives and Sector
Skills Councils (SSC) to ensure that they meet employer and learner needs — in this case
the ConstructionSkills SSC. Many industry and professional bodies offer successful BTEC
students exemptions for their own accredited qualifications.
All you need to get started
To help you off to a flying start, we’ve developed an enhanced specification that gives you
all the information you need to start teaching BTEC. This includes:
a framework of equivalencies, so you can see how these qualifications compare with
other Pearson vocational qualifications
information on rules of combination, structures and quality assurance, so you can deliver
the qualification with confidence
explanations of the content’s relationship with the learning outcomes
guidance on assessment, and what the learner must produce to achieve the unit.
Don’t forget that we’re always here to offer curriculum and qualification updates, local
training and network opportunities, advice, guidance and support.
Contents
What are BTEC Level 2 Specialist qualifications? 1
Pearson BTEC Level 2 Award 2
Pearson BTEC Level 2 Certificate 2
Key features of the Pearson BTEC Level 2 qualifications in Construction and Built Environment (Specialist: Construction) 2
National Occupational Standards 3
Rules of combination 4
Rules of combination for the Pearson BTEC Level 2 qualifications 4
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist: Construction) 5
Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist: Construction) 6
Assessment and grading 7
Quality assurance of centres 8
Approval 8
Quality Assurance Guidance 9
Programme design and delivery 9
Mode of delivery 9
Resources 9
Delivery approach 10
Access and recruitment 10
Restrictions on learner entry 11
Access arrangements and special considerations 11
Recognition of Prior Learning 11
Unit format 12
Unit title 12
Unit reference number 12
Level 12
Credit value 12
Guided learning hours 12
Unit aim and purpose 12
Unit introduction 13
Learning outcomes 13
Assessment and grading criteria 13
Unit content 13
Essential guidance for tutors 14
Units 15
Further information and useful publications 16
How to obtain National Occupational Standards 16
Professional development and training 18
Annexe A 19
The Pearson/BTEC qualification framework for the Construction and the Built Environment sector 19
Specification – Pearson BTEC Level 2 Award and Certificate in Construction 1
and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
What are BTEC Level 2 Specialist qualifications?
BTEC Specialist qualifications are work-related qualifications available from Entry to Level 3 in
a range of sectors. They give learners the knowledge, understanding and skills they need to
prepare for employment in a specific occupational area. The qualifications also provide career
development opportunities for those already in work. The qualifications may be offered as full-
time or part-time courses in schools or colleges. Training centres and employers may also
offer these qualifications.
Sizes of Specialist qualifications
For all regulated qualifications, we specify a total number of hours that learners are
expected to undertake in order to complete and show achievement for the qualification –
this is the Total Qualification Time (TQT). The TQT value indicates the size of a qualification.
Within the TQT, we identify the number of Guided Learning Hours (GLH) that a centre
delivering the qualification needs to provide. Guided learning means activities that directly or
immediately involve tutors and assessors in teaching, supervising, and invigilating learners,
for example lectures, tutorials, online instruction and supervised study.
As well as guided learning, there may be other required learning that is directed by tutors or
assessors. This includes, for example, private study, preparation for assessment and
undertaking assessment when not under supervision, such as preparatory reading, revision
and independent research.
As well as TQT and GLH, qualifications can also have a credit value – equal to one tenth of
TQT, rounded to the nearest whole number.
TQT and credit values are assigned after consultation with users of the qualifications.
BTEC Specialist qualifications are available in the following sizes:
Award – a qualification with a TQT value of 120 or less (equivalent to a range of
1–12 credits)
Certificate – a qualification with a TQT value in the range of 121–369
(equivalent to a range of 13–36 credits)
Diploma – a qualification with a TQT value of 370 or more
(equivalent to 37 credits and above).
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Pearson BTEC Level 2 Award
The Pearson BTEC Level 2 Award provides an introduction to the skills, qualities and
knowledge that may be required for employment in a particular vocational sector.
Pearson BTEC Level 2 Certificate
The Pearson BTEC Level 2 Certificate extends the work-related focus from the Pearson BTEC
Level 2 Award and covers some of the knowledge and practical skills required for a particular
vocational sector.
The Pearson BTEC Level 2 Certificate offers an engaging programme for those who are clear
about the vocational area they want to learn more about. These learners may wish to extend
their programme through the study of a related GCSE, a complementary NVQ or other
related vocational or personal and social development qualification. These learning
programmes can be developed to allow learners to study complementary qualifications
without duplication of content.
For adult learners the Pearson BTEC Level 2 Certificate can extend their knowledge and
understanding of work in a particular sector. It is a suitable qualification for those wishing to
change career or move into a particular area of employment following a career break.
Key features of the Pearson BTEC Level 2 qualifications in Construction and Built Environment (Specialist: Construction)
The Pearson BTEC Level 2 qualifications in Construction and Built Environment (Specialist:
Construction) have been developed to give learners the opportunity to:
develop specialist skills in construction in the construction and the built environment
sector
achieve a stand-alone qualification in construction in the construction and built
environment sector
achieve a nationally recognised Level 2 vocationally-related qualification
progress to related general and/or vocational qualifications
engage in learning that is relevant to them and which will provide opportunities to
develop a range of skills and techniques, personal skills and attributes essential for
successful performance in working life.
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and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
National Occupational Standards
Where relevant, Pearson BTEC Level 2 qualifications are designed to provide some of the
underpinning knowledge and understanding for the National Occupational Standards (NOS),
as well as developing practical skills in preparation for work and possible achievement of
NVQs in due course. NOS form the basis of National Vocational Qualifications (NVQs).
Pearson BTEC Level 2 qualifications do not purport to deliver occupational competence in the
sector, which should be demonstrated in a work context.
The Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment
(Specialist: Construction) relate to the Level 2 CIC NOS and the following NVQs based on the
relevant NOS:
Level 2 NVQ in Construction Operations
Level 2 NVQ in Decorative Finishing and Industrial Painting Occupations Level 2 NVQ in
Interior Systems
Level 2 NVQ in Plastering
Level 2 NVQ in Trowel Operations Level 2 NVQ in Wood Occupations Level 2 NVQ in Wood
Machining Level 4 NVQ in Site Inspection.
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Rules of combination
The rules of combination specify the credits that need to be achieved, through the
completion of particular units, for the qualification to be awarded. All accredited
qualifications have rules of combination.
Rules of combination for the Pearson BTEC Level 2 qualifications
When combining units for a Pearson BTEC Level 2 qualification in Construction and Built
Environment (Specialist: Construction), it is the centre’s responsibility to ensure that the
following rules of combination are adhered to.
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist: Construction)
1. The Total Qualification Time (TQT) for this qualification is 100 hours.
2. The Guided Learning Hours (GLH) for this qualification is 60.
3. Qualification credit value: a minimum of 10 credits.
4. Minimum credit to be achieved at, or above, the level of the qualification: 10 credits.
5. All credits must be achieved from the units listed in this specification.
Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist: Construction)
1. The Total Qualification Time (TQT) for this qualification is 150 hours.
2. The Guided Learning Hours (GLH) for this qualification is 90.
3. Qualification credit value: a minimum of 15 credits.
4. Minimum credit to be achieved at, or above, the level of the qualification: 15 credits.
5. All credits must be achieved from the units listed in this specification.
Specification – Pearson BTEC Level 2 Award and Certificate in Construction 5
and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist: Construction)
The Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist:
Construction) is a 10 credit and 60 guided learning hour (GLH) qualification that consists of
optional units that provide for a combined total of 10 credits.
Pearson BTEC Level 2 Award in Construction and Built Environment (Specialist:
Construction)
Unit code Optional units Credit GLH Level
A/601/0460 Glazing Operations 5 30 2
A/600/0088 Performing Joinery Operations 5 30 2
K/600/0071 Performing Carpentry Operations 5 30 2
A/600/0074 Performing Blockwork Operations 5 30 2
F/600/0075 Performing Brickwork Operations 5 30 2
L/600/0077 Performing Paperhanging Operations 5 30 2
R/600/0078 Performing Decorating Operations 5 30 2
D/600/0083 Exploring Plastering and Dry-lining Operations 5 30 2
H/600/0084 Exploring Roofing Operations 5 30 2
F/600/0089 Exploring Wall and Floor Tiling 5 30 2
For further information about these units, please refer to the Register of Regulated
Qualifications (www.ofqual.gov.uk) or to the National Database of Accredited Qualifications
(www.accreditedqualifications.org.uk).
Note: The units in this qualification are drawn from the qualification in the table below
without any change.
Units Source specification QN
All units Pearson BTEC Level 2 Diploma in Construction
(from the BTEC First suite of qualifications for first
teaching from September 2010)
500/7240/7
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Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist: Construction)
The Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist:
Construction) is a 15 credit and 90 guided learning hour (GLH) qualification, that consists of
optional units that provide for a combined total of 15 credits.
Pearson BTEC Level 2 Certificate in Construction and Built Environment (Specialist:
Construction)
Unit code Optional units Credit GLH Level
A/601/0460 Glazing Operations 5 30 2
A/600/0088 Performing Joinery Operations 5 30 2
K/600/0071 Performing Carpentry Operations 5 30 2
A/600/0074 Performing Blockwork Operations 5 30 2
F/600/0075 Performing Brickwork Operations 5 30 2
L/600/0077 Performing Paperhanging Operations 5 30 2
R/600/0078 Performing Decorating Operations 5 30 2
D/600/0083 Exploring Plastering and Dry-lining Operations 5 30 2
H/600/0084 Exploring Roofing Operations 5 30 2
F/600/0089 Exploring Wall and Floor Tiling 5 30 2
For further information about these units, please refer to the Register of Regulated
Qualifications (www.ofqual.gov.uk) or to the National Database of Accredited Qualifications
(www.accreditedqualifications.org.uk).
Note: The units in this qualification are drawn from the qualification in the table below
without any change.
Units Source specification QN
All units Pearson BTEC Level 2 Diploma in Construction (from
the BTEC First suite of qualifications for first teaching
from September 2010)
500/7240/7
Specification – Pearson BTEC Level 2 Award and Certificate in Construction 7
and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
Assessment and grading
All units within these qualifications are internally assessed. The qualifications are criterion
referenced, based on the achievement of all the specified learning outcomes.
Each of the units within the qualifications have specified assessment criteria and grading
criteria which must be used. A summative unit grade can be awarded at pass, merit or
distinction.
To achieve a ‘pass’ a learner must have successfully completed all the assessment
criteria
To achieve a ‘merit’ a learner must additionally have successfully completed all the
merit grading criteria
To achieve a ‘distinction’ a learner must additionally have successfully completed all
the distinction grading criteria.
Guidance
The purpose of assessment is to ensure that effective learning has taken place to give
learners the opportunity to:
meet the standard determined by the assessment and grading criteria and
achieve the learning outcomes.
All the assignments created by centres should be reliable and fit for purpose, and should be
built on the unit assessment and grading criteria. Assessment tasks and activities should
enable learners to produce valid, sufficient and reliable evidence that relates directly to the
specified criteria. Centres should enable learners to produce evidence in a variety of different
forms, including performance observation, presentations and posters, along with projects, or
time-constrained assessments.
Centres are encouraged to emphasise the practical application of the assessment and
grading criteria, providing a realistic scenario for learners to adopt, and making maximum
use of practical activities. The creation of assignments that are fit for purpose is vital to
achievement and their importance cannot be over-emphasised.
The assessment and grading criteria must be clearly indicated in the assignment briefs. This
gives learners focus and helps with internal verification and standardisation processes. It will
also help to ensure that learner feedback is specific to the assessment and grading criteria.
When designing assignment briefs, centres are encouraged to identify common topics and
themes. A central feature of vocational assessment is that it allows for assessment to be:
current, ie to reflect the most recent developments and issues
local, ie to reflect the employment context of the delivering centre
flexible to reflect learner needs, ie at a time and in a way that matches the learner’s
requirements so that they can demonstrate achievement.
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Qualification grade
Learners who achieve the minimum eligible credit value specified by the rule of combination
will achieve the qualification at pass grade.
In the Pearson BTEC Level 2 Specialist qualifications each unit has a credit value which
specifies the number of credits that will be awarded to a learner who has achieved the
learning outcomes of the unit. This has been based on:
one credit for those learning outcomes achievable in 10 hours of learning time
learning time being defined as the time taken by learners at the level of the unit, on
average, to complete the learning outcomes of the unit to the standard determined by
the assessment and grading criteria
the credit value of the unit remaining constant regardless of the method of assessment
used or the qualification to which it contributes.
Quality assurance of centres
Pearson BTEC Level 2 qualifications provide a flexible structure for learners enabling
programmes of varying credits and combining different levels. For the purposes of quality
assurance, all individual qualifications and units are considered as a whole.
Centres delivering the Pearson BTEC Level 2 must be committed to ensuring the quality of
the units and qualifications they deliver, through effective standardisation of assessors and
verification of assessor decisions. Centre quality assurance and assessment is monitored and
guaranteed by Pearsonl.
The Pearson quality assurance processes will involve:
centre approval for those centres not already recognised as a centre for BTEC
qualifications
approval for the Pearson BTEC Level 2 qualifications and units
compulsory Pearson-provided training and standardisation for internal verifiers and
assessors leading to the accreditation of lead internal verifiers via the OSCA system
quality review of the centre verification practice
centre risk assessment by Pearson of overarching processes and quality standards
remedial training and/or assessment sampling for centres identified through
standardisation or risk assessment activities as having inadequate quality, assessment or
internal verification processes.
Approval
Centres are required to declare their commitment to ensuring the quality of the programme
of learning and providing appropriate assessment opportunities for learners that lead to valid
and accurate assessment outcomes. In addition, centres will commit to undertaking defined
training and online standardisation activities.
Centres already holding BTEC approval are able to gain qualification approval online. New
centres must complete a centre approval application.
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Quality Assurance Guidance
Details of quality assurance for the Pearson BTEC Level 2 qualifications are set out in centre
guidance which is published on our website (qualifications.pearson.com).
Programme design and delivery
Mode of delivery
Pearson does not define the mode of delivery for Pearson BTEC Level 2 qualifications.
Centres are free to offer the qualifications using any mode of delivery (such as full-time,
part-time, evening only, distance learning) that meets their learners’ needs. Whichever
mode of delivery is used, centres must ensure that learners have appropriate access to the
resources identified in the specification and to the subject specialists delivering the units.
This is particularly important for learners studying for the qualification through open or
distance learning.
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. The use of
assessment evidence drawn from learners’ work environments should be encouraged. Those
planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to ensure a course relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
including sponsoring employers in the delivery of the programme and, where
appropriate, in the assessment
linking with company-based/workplace training programmes
making full use of the variety of experience of work and life that learners bring to the
programme.
Resources
Pearson BTEC Level 2 qualifications are designed to give learners an understanding of the
skills needed for specific vocational sectors. Physical resources need to support the delivery
of the programme and the assessment of the learning outcomes, and should therefore
normally be of industry standard. Staff delivering programmes and conducting the
assessments should be familiar with current practice and standards in the sector concerned.
Centres will need to meet any specific resource requirements to gain approval from Pearson.
Where specific resources are required these have been indicated in individual units in the
Essential resources sections.
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Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
vocational nature of Pearson BTEC Level 2 qualifications and the mode of delivery.
Specifications give a balance of practical skill development and knowledge requirements,
some of which can be theoretical in nature. Tutors and assessors need to ensure that
appropriate links are made between theory and practical application and that the knowledge
base is applied to the sector. This requires the development of relevant and up-to-date
teaching materials that allow learners to apply their learning to actual events and activity
within the sector.
Maximum use should be made of learners’ experience.
Access and recruitment
Pearson’s policy regarding access to its qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications
and that the qualification will meet their needs. Centres should take appropriate steps to
assess each applicant’s potential and make a professional judgement about their ability to
successfully complete the programme of study and achieve the qualification. This
assessment will need to take account of the support available to the learner within the
centre during their programme of study and any specific support that might be necessary to
allow the learner to access the assessment for the qualification. Centres should consult
Pearson’s policy on learners with particular requirements.
Centres will need to review the entry profile of qualifications and/or experience held by
applicants, considering whether this profile shows an ability to progress to a higher level
qualification.
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Restrictions on learner entry
The Pearson BTEC Level 2 qualifications in Construction and Built Environment (Specialist:
Construction) are accredited for learners aged 14 and above.
Access arrangements and special considerations
Pearson’s policy on access arrangements and special considerations for BTEC and Edexcel
NVQ qualifications aims to enhance access to the qualifications for learners with disabilities
and other difficulties (as defined by the 2010 Equality Act) without compromising the
assessment of skills, knowledge, understanding or competence.
Further details are given in the policy document Access Arrangements and Special
Considerations for BTEC and Edexcel NVQ Qualifications, which can be found on the Pearson
website (qualifications.pearson.com). This policy replaces the previous Pearson policy
(Assessment of Vocationally Related Qualifications: Regulations and Guidance Relating to
Learners with Special Requirements, 2002) concerning learners with particular requirements.
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of
credit) that considers whether a learner can demonstrate that they can meet the assessment
requirements for a unit through knowledge, understanding or skills they already possess and
so do not need to develop through a course of learning.
Pearson encourages centres to recognise learners’ previous achievements and experiences
whether at work, home and at leisure, as well as in the classroom. RPL provides a route for
the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid
assessment methodology. Provided that the assessment requirements of a given unit or
qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a
whole qualification. Evidence of learning must be sufficient, reliable and valid.
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Unit format
All units in the Pearson BTEC Level 2 Specialist qualifications have a standard format. The
unit format is designed to give guidance on the requirements of the qualification for
learners, tutors, assessors and those responsible for monitoring national standards.
Each unit has the following sections.
Unit title
This is the formal title of the unit that will appear on the learner’s certificate.
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register
of Regulated Qualifications.
Level
All units and qualifications have a level assigned to them. The level assigned is informed by
the level descriptors defined by Ofqual, the qualifications regulator.
Credit value
All units have a credit value. The minimum credit value that may be determined for a unit is
one, and credits can only be awarded in whole numbers. Learners will be awarded credits for
the successful completion of whole units.
Guided learning hours
Guided Learning Hours (GLH) is the number of hours that a centre delivering the
qualification needs to provide. Guided learning means activities that directly or immediately
involve tutors and assessors in teaching, supervising, and invigilating learners, for example
lectures, tutorials, online instruction and supervised study.
Unit aim and purpose
The aim provides a clear summary of the purpose of the unit and is a succinct statement
that summarises the learning outcomes of the unit.
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Unit introduction
The unit introduction gives the reader an appreciation of the unit in the vocational setting of
the qualification, as well as highlighting the focus of the unit. It gives the reader a snapshot
of the unit and the key knowledge, skills and understanding gained while studying the unit.
The unit introduction also highlights any links to the appropriate vocational sector by
describing how the unit relates to that sector.
Learning outcomes
The learning outcomes of a unit set out what a learner is expected to know, understand or
be able to do as the result of a process of learning.
Assessment and grading criteria
The assessment and grading criteria of a unit specify the standard a learner is expected to
meet to demonstrate that a learning outcome, or set of learning outcomes, has been
achieved. The learning outcomes and assessment and grading criteria clearly articulate the
learning achievement for which the credit will be awarded at the level assigned to the unit.
Unit content
The unit content identifies the breadth of knowledge, skills and understanding needed to
design and deliver a programme of learning to achieve each of the learning outcomes. This
is informed by the underpinning knowledge and understanding requirements of the related
National Occupational Standards (NOS), where relevant. The content provides the range of
subject material for the programme of learning and specifies the skills, knowledge and
understanding required for achievement of the unit.
Each learning outcome is stated in full and then the key phrases or concepts related to that
learning outcome are listed in italics followed by the subsequent range of related topics.
Relationship between content and assessment and grading criteria
The learner should have the opportunity to cover all of the unit content.
It is not a requirement of the unit specification that all of the content is assessed. However,
the indicative content will need to be covered in a programme of learning in order for
learners to be able to meet the standard determined in the assessment and grading criteria.
Content structure and terminology
The information below shows the unit content is structured and gives the terminology used
to explain the different components within the content.
Learning outcome: this is shown in bold at the beginning of each section of content.
Italicised sub-heading: it contains a key phrase or concept. This is content which must
be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading.
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Elements of content: the elements are in plain text and amplify the sub- heading. The
elements must be covered in the delivery of the unit. Semi-colons mark the end of an
element.
Brackets contain amplification of content which must be covered in the delivery of the
unit.
‘eg’ is a list of examples, used for indicative amplification of an element (that is, the
content specified in this amplification could be covered or could be replaced by other,
similar material).
Essential guidance for tutors
This section gives tutors additional guidance and amplification to aid understanding and a
consistent level of delivery and assessment. It is divided into the following sections.
Delivery – explains the content’s relationship to the learning outcomes and offers
guidance about possible approaches to delivery. This section is based on the more usual
delivery modes but is not intended to rule out alternative approaches.
Assessment – gives amplification about the nature and type of evidence that learners need
to produce in order to achieve the unit. This section should be read in conjunction with the
assessment and grading criteria.
Essential resources – identifies any specialist resources needed to allow learners to
generate the evidence required for each unit. The centre will be asked to ensure that any
requirements are in place when it seeks approval from Pearson to offer the qualification.
Indicative resource materials – gives a list of learner resource material that benchmarks
the level of study.
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Units
A/601/0460 Glazing Operations
A/600/0088 Performing Joinery Operations
K/600/0071 Performing Carpentry Operations
A/600/0074 Performing Blockwork Operations
F/600/0075 Performing Brickwork Operations
L/600/0077 Performing Paperhanging Operations
R/600/0078 Performing Decorating Operations
D/600/0083 Exploring Plastering and Dry-lining
Operations
H/600/0084 Exploring Roofing Operations
F/600/0089 Exploring Wall and Floor Tiling
L/600/0063 Sustainability in the Construction Industry
R/600/0064 Use of Science and Mathematics in
Construction
16 Specification – Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment (Specialist: Construction) –
Issue 3 – January 2018 © Pearson Education Limited 2018
Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
● Edexcel, BTEC and Pearson Work Based Learning contact details:
qualifications.pearson.com/en/support/contact-us.html
● books, software and online resources for UK schools and colleges:
www.pearsonschoolsandfecolleges.co.uk
Key publications:
● Adjustments for candidates with disabilities and learning difficulties, Access and
Arrangements and Reasonable Adjustments, General and Vocational qualifications (Joint
Council for Qualifications (JCQ))
● Supplementary guidance for reasonable adjustments and special consideration in
vocational internally assessed units (Pearson)
● General and Vocational qualifications, Suspected Malpractice in Examination and
Assessments: Policies and Procedures (JCQ)
● Equality Policy (Pearson)
● Recognition of Prior Learning Policy and Process (Pearson)
● UK Information Manual (Pearson)
● BTEC UK Quality Assurance Centre Handbook
All of these publications are available on our website.
Publications on the quality assurance of BTEC qualifications are also available on
our website.
Our publications catalogue lists all the material available to support our qualifications. To
access the catalogue and order publications, please visit
our website.
Additional resources
If you need further learning and teaching materials to support planning and delivery for your
learners, there is a wide range of BTEC resources available.
Any publisher can seek endorsement for their resources and, if they are successful, we will list
their BTEC resources on our website.
How to obtain National Occupational Standards
Contact: ConstructionSkills Eastleigh House 1st Floor
Upper Market Street Eastleigh
SO50 9RD
Telephone: 0344 994 4411
Fax: 0844 844 0045
Email: [email protected] Website: www.cskills.org
Specification – Pearson BTEC Level 2 Award and Certificate in Construction 17
and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
18 Specification – Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment (Specialist: Construction) –
Issue 3 – January 2018 © Pearson Education Limited 2018
Professional development and training
Pearson supports UK and international customers with training related to BTEC qualifications.
This support is available through a choice of training options offered on our website.
The support we offer focuses on a range of issues, such as:
● planning for the delivery of a new programme
● planning for assessment and grading
● developing effective assignments
● building your team and teamwork skills
● developing learner-centred learning and teaching approaches
● building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website. You can request centre-based
training through the website or you can contact one of our advisers in the Training from
Pearson UK team via Customer Services to discuss your
training needs.
BTEC training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events
through sector-specific opportunities to detailed training on all aspects of delivery,
assignments and assessment. We also host some regional network events to allow you to
share your experiences, ideas and best practice with other BTEC colleagues in your region.
Regional support: our team of Curriculum Development Managers and Curriculum Support
Consultants, based around the country, are responsible for providing advice and support in
centres. They can help you with planning and curriculum developments.
To get in touch with our dedicated support teams please visit our website.
Your Pearson support team
Whether you want to talk to a sector specialist, browse online or submit your query for an
individual response, there’s someone in our Pearson support team to help you whenever – and
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Please visit our website at qualifications.pearson.com/en/support/contact-us.html
Specification – Pearson BTEC Level 2 Award and Certificate in Construction 19
and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson education Limited 2018
Annexe A
The Pearson/BTEC qualification framework for the Construction and the Built Environment sector
Progression opportunities within the framework.
Level Diplomas BTEC vocationally-related
qualifications
BTEC specialist qualification/
professional
NVQ/competence
5 Pearson BTEC Level 5 HN
Diploma in Construction
Please refer to
qualifications.pearson.com
4 Pearson BTEC Level 4 HN
Certificate in Construction
Please refer to
qualifications.pearson.com
3 Level 3 Diploma in
Construction and the Built
Environment
Pearson BTEC Level 3
Certificate, Subsidiary
Diploma, Diploma Extended
Diploma in Construction and
the Built Environment
Pearson BTEC Level 3 Award,
Certificate and Diploma in
Construction and Built
Environment
Please refer to
qualifications.pearson.com
2 Level 2 Diploma in
Construction and the Built
Environment
Pearson BTEC Level 2
Certificate, Extended
Certificate and Diploma in
Construction
Pearson BTEC Level 2
Award, Certificate and
Extended Certificate in
Construction and Built
Environment (Craft) and
Construction and Built
Environment (Technician)
Pearson BTEC Level 2
Award, Certificate, Extended
Certificate in Construction
and Built Environment
Please refer to
qualifications.pearson.com
20 Specification – Pearson BTEC Level 2 Award and Certificate in Construction and Built Environment (Specialist: Construction) – Issue 3 – January 2018 © Pearson Education Limited 2018
Level Diplomas BTEC vocationally-related
qualifications
BTEC specialist qualification/
professional
NVQ/competence
1 Level 1 Diploma in
Construction and the Built
Environment
Pearson BTEC Level 1 Award,
Certificate, Extended
Certificate in Construction and
Built Environment
Please refer to
qualifications.pearson.com
Entry Pearson Entry Level BTEC
Award in Construction
(Entry 3)
January 2018
For information about Edexcel, BTEC or LCCI qualifications visit
qualifications.pearson.com
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